The recent history of educational policy in Canada tells us we're not very good at predicting that. We've gone through at least three waves of attempting to ascertain what the labour market will look like in 10 years, and in each of those cases, we have been largely mistaken.
When I was young, everyone was going to be a computer programmer. Then a good set of software tools, the Microsoft Suite and so forth, was developed, and all of a sudden we didn't need those programmers because we had good programs. Then we moved into apps, and you're starting to see kids today learning how to do Swift development on Apple technologies and so forth. We didn't see any of that coming, at least from the educational perspective.
I'm interested in the students' flexibility in their learning, and their ability to articulate and apply that learning to unexpected contexts, because in a certain sense, any prediction about where artificial intelligence will lead us is going to be quite fraught. As an educator, I need to make sure my students are ready for things I do not see coming, and that's very much part of what we're trying to do.
We have a program we're bringing forward right now on some of the new forms of advanced manufacturing and machine maintenance that we require in the new economy, but even that has to be very flexible, because that area is changing much more quickly than public systems can adapt.